30 Unit 4 I can use adjectives to talk about personality

STUDY SKILLS

What should you include when you make a record of a new word?

➤ STUDY SKILLS page 94

VOCABULARY EXTENSION

4 Find another word that can go with the words below to make compound adjectives. Use a dictionary. Make a note of any other adjectives you know that are formed from two words.

self-

good-

hard-

well-

1 Choose an adjective from the box that you think each person must/must not be in order to do their job. Try to use each word at least once.

assertive • bossy • determined • insecure narrow-minded • nervous • patient • polite • quiet

reserved • tactful • tactless

Must be Must not be

a surgeon patient nervousa teacher

a pilot

a tour guide

a diplomat

a journalist

a security guard

2 Which word in each group is different? Circle the odd one out.

1 bright silly clever intelligent

2 sensitive shy brusque reserved

3 modest bossy pushy arrogant

4 assertive ambitious determined easygoing

5 mature serious tidy reliable

3 Complete the compound adjectives (1–6) with these words. Then match each one with the description of a person (a–f).

confident • headed • minded • natured tempered • working

1 broad-minded

2 big-

3 good-

4 bad-

5 self-

6 hard-

a David gets angry with other people very easily. b Nina’s very open and will try to see everyone’s

point of view. 1c Kate never gets nervous about talking in front

of lots of people. d Rosie is friendly and kind with everyone

she meets. e Rob acts as if he’s more important and

intelligent than other people. f Henry does about four hours of revision every

night after school.

Vocabulary Aa Bb

Extraordinary talents

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31I can understand an article about a gifted teenager Unit 4

1 Read the article quickly. What do you think is the boy’s extraordinary talent? Then read the article more carefully and check.

a He started a science degree at the age of 13.

b He became the youngest person to win a science competition.

c He did an advanced science experiment at a very young age.

2 Read the article again and choose the best answers.

1 Jamie’s experiment was exceptional because …

a nobody believed that he could do it.

b only older people had done it before.

c everyone thought that it was too dangerous.

2 He was motivated to do the experiment because …

a he was interested in radiation.

b he wanted to be the youngest person to achieve nuclear fusion.

c he was inspired by a young scientist that he read about online.

3 He got the money to build his machine from …

a his school.

b engineering companies and universities.

c his science teacher.

4 The experiment was useful because …

a Jamie built the machine using simple materials.

b the idea may help to produce a form of energy.

c teachers, experts and newspapers could see it.

5 For Jamie, the experiment showed that …

a young people can do extraordinary things.

b he could become an engineer or nuclear physicist in the future.

c he had support from his teachers and school.

3

Decide if the statements are facts (F) or opinions (O).1 Jamie has become the youngest person to achieve

nuclear fusion. F / O

2 Not many teenagers are interested in doing science experiments. F / O

3 Jamie learnt about safety before doing the experiment. F / O

4 Nuclear fusion is the best option for producing clean energy. F / O

5 Jamie is likely to become a successful nuclear scientist. F / O

4 Match the underlined words in the article with these definitions.

1 break into many small pieces

2 caused, made to happen

3 a soft light

4 from nothing

5 very shocked

CRITICAL THINKING

GIFTED TEENAGER BREAKS SCIENCE RECORD13-year-old Jamie Edwards made history when he became the youngest person in the world to create nuclear fusion1 in the laboratory of his secondary school.

When Jamie first informed his head teacher about his plan to create nuclear fusion in the school, he was stunned. ‘I was a little nervous,’ he admits. Fortunately, after Jamie gave a presentation about the safety and the benefits, head teacher Jim Hourigan agreed to let the experiment go ahead.

Jamie had always been interested in science and developed a fascination for radiation. He even saved up to buy a Geiger counter, a device that detects radiation, with his pocket money. But his ambition to create nuclear fusion was sparked when he came across a story about Taylor Wilson, a 14-year-old schoolboy from the US who had become the youngest person to produce a small fusion reactor in 2008. ‘I looked at it, thought “that looks cool” and decided to have a go,’ he says.

He calculated that he needed about £2,000 to build the machine, and first contacted nuclear laboratories, engineering companies and universities to enlist their help. Not surprisingly, they didn’t take a 13-year-old seriously. So with the help of his science teacher, he turned to his head teacher and persuaded him to fund the project.

After months of work, and making many of the parts himself, he was ready to try it out just days before his 14th

birthday. … And when he turned on the switch, the Geiger counter registered that fusion had indeed taken place. ‘Seeing that purple glow was the best part,’ said Edwards. As the neutron detector confirmed it, Jamie knew that he’d become the world’s youngest person to achieve nuclear fusion from scratch, using high energy to smash hydrogen atoms together to create helium.

Speaking after the experiment, Jamie was delighted. ‘It’s quite an achievement. I can’t quite believe it!’ he said. Scientists around the world are now repeating Jamie’s experiment, but on a much bigger scale, in the hope of using it to fuel cheap, environmentally-friendly power stations with the aim of producing clean, carbon-free energy.

Meanwhile, Jamie, who has ambitions to become an engineer or nuclear physicist in the future, remains down-to-earth and is modest about his achievements. As he says, ‘None of this would have happened if it wasn’t for a science teacher who believed in the dreams of her pupil, and a head teacher who was willing to take a risk to give me the opportunity. So to any young scientists out there, no matter how young, nothing is ever too big for you to try. All you need is curiosity, determination and an open mind.’1 NUCLEAR FUSION is a reaction in which two or more atoms collide at a very high speed and form a new type of atom. During the process, energy is produced.

‘I was a little nervous,’ admitted

Jamie’s head teacher.

Reading

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32 Unit 4 I can use comparatives and superlatives to make comparisons

3 Write sentences 1, 4, 5, 6 and 8 in 2 again using not as … as.

1 Other children don’t learn as quickly as child geniuses .

4 Jane .

5 Jared .

6 Peter .

8 Jarvis .

4 Write an appropriate response using one of the expressions in the box. One of the expressions is not used.

Better late than never! • Better safe than sorry! Easier said than done! • The sooner the better!

This is going from bad to worse!

1 When would you like me to fix your computer?

2 Sorry you had to wait so long – I missed my bus and

had to walk.

3 Do we really need to wear helmets and a harness for

climbing?

4 Our walk is a disaster! Not only has it rained all day

but now we’re lost!

GRAMMAR CHALLENGE

5 Write sentences using the prompts below.

CONTESTANT TIME IN SECONDS

Yu Nakajima (Japan) 8.72 seconds

Erik Akkersdijk (Netherlands) 7.08 seconds

Feliks Zemdegs (Australia) 6.77 seconds

1 Yu/Erik/slow: comparative adverb

Yu solved the puzzle more slowly than Erik.2 Yu/slow: superlative adjective

Yu was the slowest contestant.3 Feliks/Erik/quick: comparative adverb

4 Feliks/fast: superlative adjective

5 Yu/slow: superlative adverb

6 Erik/Feliks/slow: comparative adjective

1 Answer these questions about comparative and superlative forms.

1 How are regular, one-syllable comparative adjectives formed?

adjective + er + than2 How are regular, one-syllable superlative adjectives

formed?

3 How are comparative adjectives of two or more

syllables usually formed?

4 How are superlative adjectives of two or more

syllables usually formed?

5 How are regular comparative adverbs formed?

6 How are regular superlative adverbs formed?

7 To which adverbs do you add -er and -est to make

the comparative and superlative forms?

8 Which adverbs do not use more, the most or -er, -est

in their comparative or superlative forms?

2 Write the correct comparative or superlative (adjective or adverb) form of the word given.

1 Child geniuses learn much more quickly than most children. (quick)

2 Rupert is basketball player in our school. (good)

3 Of all the 20th century inventions, computers have

changed our world . (dramatic)

4 Jane goes jogging in the summer than in the winter. (often)

5 Jared rode his bike usual and he crashed it. (careless)

6 Peter finished he had expected to so he’ll be here soon. (early)

7 The teacher said Steve needed to research the

topic he had done. (wide)

8 Nina plays the piano Jarvis does. (energetic)

9 The you stay,

the your dog will behave. (calm, good)

Grammar in context

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33I can understand noun suffixes Unit 4

4 LISTENING 08 Listen again. Are these statements True (T), False (F) or is the information Not Mentioned (NM)?

1 Jade saw the programme about super-recognisers. T / F / NM

2 Most people couldn’t remember the computer-generated faces. T / F / NM

3 The Brazilian student’s ability was important where he lived. T / F / NM

4 The 15 people at the station were actors wearing identical clothes. T / F / NM

5 The graphics student recognised eight people from the station. T / F / NM

6 Jennifer was able to recognise someone she saw when she was a child. T / F / NM

7 Moira’s ability has helped her to get a new job. T / F / NM

8 People with face blindness can only recognise people that they know well. T / F / NM

VOCABULARY EXTENSION

-ship: often used in words which describe connections between people-hood: often used in words to describe a state, stage, condition or a group of people who share something

5 Add ship or hood to form other nouns and write a definition. Check in a dictionary.

1 childhood

= the time in life when you are a child

2 relation

=

3 friend

=

4 mother

=

5 neighbour

=

6 partner

=

7 member

=

8 brother

=

1 Complete the table with the different noun forms.

Adjectives Nouns: things/subjects/ideas

Nouns: people

creative creation creatorelectrical

political

scientific

Verbs

direct

employ

invent

compete

educate

profess

operate

investigate

perform

2 Which noun suffix can these groups of words take?

1 great, lazy, polite, soft, weak

2 journal, guitar, cycle, psychology

3 improve, develop, enjoy, argue

4 intelligent, different, independent, patient

3 LISTENING 08 Listen to a conversation between two teenagers about hidden talents. Tick (✓) the correct option.

1 Leo is interested in the ability to …

a detect lies.

b remember faces.

c remember names.

2 He thinks it’s a useful talent …

a if you are a teacher.

b if you work in a shop.

c in solving crimes.

AaDeveloping vocabulary and listening

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34 Unit 4 I can use articles and so, such, too and enough

1 Complete the rules about using articles with a/an, the or 0 (no article).

1 Use a/an with the first mention of a singular, countable noun.

2 Use with a thing/person that is one of a number of things.

3 Use with someone/something that is unique.

4 Use with things in general.

5 Use with superlative adjectives/adverbs.

6 Use with a specific person or thing that was mentioned already.

2 Complete the story with a/the or 0 (no article).

4 Circle the correct alternative.

1 My little sister is enough/too short to reach the top shelf in the library.

2 I spent three hours revising, but I don’t think that was long too/enough.

3 The snow was so/such deep that it covered the wall in my garden.

4 I found the film too scary to watch/watching.

5 The show was so boring then/that I fell asleep in the second half.

6 It’s a long time since I’ve read such/so a great book.

7 Leanne had six sandwiches for lunch because she was so/such hungry after her run.

3 Match the halves to make sentences. Try to do this from memory, then check on page 51 of the Student’s Book.

1 We use such to a too and enough.

2 We use so to b say something is sufficient.

3 We use too to c such and so.

4 We use enough to d intensify an adjective or adverb.

5 We can use that after e intensify a noun.

6 We can use to + f say something is excessive. infinitive after

There was (a) little boy called Billy who was often seen around the local newsagent’s. Some other boys who regularly used (b) shop made fun of him and called him names, telling him he was stupid. They kept playing a trick on him, offering him money. He had to choose between a nickel (5 cents) and (c) dime (10 cents). Billy always took (d) nickel. Nickel coins are larger than dime coins so (e) boys were tricking him into taking the less valuable coin.

One day, after Billy had once again taken (f) nickel, the newsagent decided to talk to him. He said, ‘Billy, you’re being tricked. (g) dimes are worth more than (h) nickels. Do you think (i) nickels are worth more because they’re bigger?’

Billy looked at (j) newsagent and gave (k) broad smile. He laughed, ‘If I took (l) dime, they’d give up. So far, I’ve saved $15!’

GRAMMAR CHALLENGE

5 Complete seven of the sentences with one of these words. Use each word once. One sentence doesn’t need a word, so write 0 on the line.

a • an • enough • so • such • the • too

1 The musician gave a poor performance because

she was nervous to play her best.

2 Lisa had coffee in a café this afternoon,

and café owner has just phoned to say she left her purse there.

3 I’m not brave to go on a roller coaster.

4 The child’s face was dirty that it was difficult to see who it was!

5 Can you tell me the name of English-speaking country in the Southern Hemisphere?

6 Do you know whether fish can hear?

7 Seeing Jason at the cinema after a long time gave me a real surprise.

8 Can you tell me how you became university professor?

Grammar in context

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35I can give a presentation Unit 4

5 geniuses aren’t always successful in life.

a It’s also true that

b It’s important to remember that

6 there are more important things than being a genius.

a Last but not least,

b The point I’m trying to make is that …

7 , I think real genius is something you are born with …

a To sum up

b In conclusion

4 Practise giving a presentation on the topic in 1. Use some of the expressions in 3.

5 Review your performance.

1 Did you find making the presentation easy? Why/Why not?

2 Were there any things you’d like to do better? If so,

what? How can you improve these aspects of your performance?

6 Prepare a presentation on this topic. Then practise giving your presentation.

Children who have a very high IQ need special education at schools that are specifically designed for them.

1 Look at this presentation topic and decide how much you agree or disagree with the statement. Make notes to explain your ideas.

‘All children can be geniuses if their parents give them the right opportunities.’

Do you agree with any part of the statement?

Do you disagree with any part of the statement?

Your conclusion about the statement:

2 LISTENING 09 Listen to a presentation on the topic. Answer the questions.

1 Does the speaker agree or disagree with the statement? Agree / Disagree

2 What are the three main points given to support the point of view?

3 LISTENING 09 Listen to the presentation again. Tick (✓) the phrases you hear.

1 that I disagree with this statement.

a I’d like to begin by saying …

b The first thing I’d like to say is …

2 , the definition of a genius is someone who is more intelligent and skilled than other people.

a Firstly

b First of all

3 , I think that a real genius is usually born with an exceptional talent.

a Secondly

b Another thing is

4 , I believe that parents sometimes put a lot of pressure on their children to be very good at something.

a What’s more

b Furthermore

Developing speaking

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36 Unit 4 I can write notes for an essay

3 Write about Kieron for the task below. Make notes first.

Write a description of someone who has an unusual life. It can be a famous person or someone in your life, for example a friend or relative. Explain why you think it is an unusual life.

NOTESParagraph 1:Brief, basic information about Kieron

Paragraph 2:More detailed information about Kieron, what he looks like, type of person he is, hobbies and interests, family

Paragraph 3:What makes his life unusual and not unusual

STUDY SKILLS

What should you do when you finish writing?

➤ STUDY SKILLS page 94

1 Write notes about the people in the photos.

a

b c

1 What are they doing?

2 How do you think they’re feeling?

3 What kind of characters are they?

4 What do you think connects them?

2 Look at picture a and read the newspaper article below about the boy.

P ainting genius Kieron Williamson secured world media attention when his first exhibition fetched

£150,000 and sold out in less than 30 minutes. He was seven years old at the time. Following the exhibition, Kieron and his family, from Holt in north Norfolk, featured on international news channels and across the UK’s TV shows and newspapers.

Now aged 13, Kieron is already a millionaire and he has been invited to exhibit his work around the world. In many ways, Kieron is a perfectly ordinary boy – he loves being outdoors, playing football and riding his bike fast. But his talent for painting has changed the Williamson family forever. Keith and Michelle, his parents, work hard to ensure the pressures do not mount up and that Kieron has a balanced life. Nevertheless, he no longer attends school and is educated at home. And he is aware that he is a provider for his family.

Child prodigies are more common in music and drama than in fine art, but either way the transition to adulthood can be a tough one. Accomplished as Kieron’s paintings are, part of their appeal is undoubtedly the story of precocious talent that goes with them. If he is still doing similar work when he’s 25, it may prompt a different reaction.

Kieron Williamson

Developing writing

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37

Revision: Units 1 2 3 4 5 6 7 8 9 10

Grammar

1 Complete the sentences with the correct form of the adjectives or adverbs given.

1 They are all awful photos of Sally, but this one is the (bad).

2 Lions don’t run (fast) as cheetahs.

3 Bill Gates is one of the (successful) businessmen in the world.

4 How can we measure the results of the experiment (accurate) than we did last time?

5 The (far) you walk each day, the fitter you will get.

2 Complete the sentences with so, such, too or enough.

1 I had a rough trip across the Channel that I never want to go on a boat again!

2 My grandmother is old now that she often forgets things.

3 I’m not assertive to be a manager.

4 It’s late to go to the cinema now. The film’s already started.

3 Write a/an, 0 (no article) or the.

1 I don’t know why people hate science. I love it.

2 My uncle’s just started working as history teacher.

3 I’m going to buy jacket I told you about.

4 I think magic is interesting hobby, don’t you?

4 Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. Use between two and five words.

1 I don’t have enough money to buy that computer. TOO

That computer to buy.

2 I went to bed early last night because I was tired. SO

I was I went to bed early.

3 It’s getting increasingly difficult to find student accommodation. AND

It’s getting to find student accommodation.

4 The film was so boring that we left before the end. SUCH

It was we left before the end.

5 That shelf is too high for me to reach. ENOUGH

I’m to reach that shelf.

Grammar and vocabulary revision Units 1–4

5 Choose the correct option, a, b or c.

I (1) my grandmother at least once a week since I was 13. She’s always (2) strange things, like the time when she (3) a huge sculpture in her garden. It’s still there and I (4) the neighbours like it very much! She was (5) nurse when she was younger, and she’s taught me that it’s important (6) a career that you enjoy.

1 a am visiting b ’ve been c visit visiting

2 a does b doing c did

3 a has made b made c makes

4 a don’t think b am not c haven’t thinking thought

5 a the b a c –

6 a have b to have c having

Vocabulary

1 Write the adjectives in the box next to their opposite adjectives. There is one extra word you do not need.

bad-tempered • broad-minded • modest outgoing • pushy • self-confident • tactful

1 insecure 2 reserved 3 narrow-minded 4 good-natured 5 arrogant 6 tactless

2 Complete the text with the correct form of the words given.

What kind of job would suit your personality? If you want to be a (a) (perform), you need to have plenty of (b) (confident) so you will be comfortable in front of an audience. If you want to be a (c) (science), you need to enjoy working on small, detailed tasks. Whatever you decide to do, it’s important to get a good (d) (educate) and to do something that will bring you (e) (happy).

3 Use the word given in capitals to form a word that fits in the gap.

1 The of Sam at the party was a complete surprise. APPEAR

2 The car factory provides for many of the students’ parents. EMPLOY

3 Winning the singing competition was because I had a bad cold. EXPECT

4 A local is speaking on TV on Saturday night. POLITICS

5 Your essay was on the wrong topic, so can you it, please? WRITE

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38

Gateway to exams: Units 3–4

Units 3–4 Gateway to exams

3 Read the text again. Complete the gaps with sentences A–H.

A They learn more quickly and may have different interests.

B Anyone can achieve a high level of knowledge if they have access to the right information and want to learn, but IQ cannot be changed.

C They discovered that he had a score of 141 – higher than many US presidents.

D Adam’s score of 141 places him just four points short of the ‘genius’ category.

E They come from all walks of life.

F Members are able to get together and talk.

G The word ‘Mensa’ means ‘table’ in Latin, and was chosen because Mensa is a round-table society.

H In the case of Adam, it may help him to get a better education.

Reading

1 An intelligence quotient, or IQ, is a score from a test designed to assess intelligence. Here are some questions typically found in an IQ test. Can you answer them?

1 What is the word inside this circle?

2 Which of the following is least like the others?

poem novel painting statue flower

3 Four years ago, Jane was twice as old as Sam. Four years on from now, Sam will be ¾ of Jane's age. How old is Jane now?

4 Continue the following number series with the group of numbers below.

1 10 3 9 5 8 7 7 9 6

2 Read the article. Number the information in the order it appears.

a what Mensa is

b the reasons people join

c the youngest member of Mensa 1

d the kind of people who join

e the aims of Mensa

Adam Kirby’s parents realised he was different when he started reading at the age of nine

months. By the age of one, he could recognise countries by their shape and put them in the right place on a puzzle made for adults. At two, he could spell over 100 words and count to over 1,000 in English and up to 20 in Spanish and Japanese. He even taught himself to use the toilet after reading a book on it given to him by a family friend.

Adam was so advanced that his parents decided to test his IQ. (1) He was then invited to join the high IQ society Mensa, the youngest boy ever to join at two years and five months old.

Mensa is the largest and oldest high-IQ society in the world. It was founded in England in 1946 by Roland Berrill, a barrister, and Dr Lance Ware, a scientist. (2) Race, colour, nationality, age, politics, and educational or social background are irrelevant.

In order to become a member, Adam took the Stanford-Binet test which measures reasoning, knowledge, visual-spatial processing and memory. Mensa requires members to have an IQ that falls in the top 2% of the population. The average IQ is between 85 and 114, while anyone with an IQ above 160 is classed as an ‘extraordinary genius’. (3) Mensa states that it has three main purposes: to identify and advance human intelligence for the benefit of humanity; to encourage research in the nature, characteristics and uses of intelligence; and to promote stimulating intellectual and social opportunities for its members. (4) The organisation offers support for parents and teachers of gifted children, as well as a website that offers games, activities and puzzles. There are scholarships that make it possible for talented students to go to college and university, too.

The other advantage of being a member is that it provides an opportunity for children to meet and connect with others who have an IQ as high as their own. Many bright children have difficulty fitting in with children of their own age. (5) They may even face bullying at school for being the ones who always have the right answers.

The society organises social events for adults, too. (6) There is also a Mind Games event once a year when Mensans spend a

weekend playing games. At the end of the weekend, five games are chosen to receive the Mensa stamp of approval. Previous winners have included Trivial Pursuit, Scattergories and Taboo.

Today, there are around 120,000 members of Mensa in 100 countries throughout the

world. Children are by far the fastest-growing group, though most members

are between the ages of 20 and 60. (7) Some Mensans are

poor; some are millionaires, and the range of occupations is staggering. Some members are very successful, such as Sir Clive Sinclair, the inventor of the

pocket calculator, John McAfee, who designed anti-virus software,

and the author Isaac Asimov. There are celebrities too, like Nolan Gould, who plays Luke in the TV series Modern Family, and sports stars and musicians. But there are also Mensans who are truck drivers, police officers and caretakers.

As Mensans are keen to point out, intelligence is something you are born with. (8) However, having a high IQ doesn’t necessarily make a good student so, although Adam may find it easier to learn, his future will depend on how hard he works, just like any other child his age.

GER

ST

R

ON

Two-year-old boyjoins Mensa

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39Gateway to exams Units 3–4

Use of English

4 Use the word given in capitals to form a word that fits in the gap.

The Mozart effect

A study in the 1990s by (a) Frances

Rauscher, Gordon Shaw and Katherine Ky into brain

(b) led to an increase in music lessons for

children. These (c) conducted research with

a group of college students. They found that listening to

a Mozart sonata for ten minutes increased the students’

(d) in spatial-temporal tasks such as map

reading. This led to reports in the media that learning to play

a musical instrument could make a (e) to the

size of your brain. The ‘Mozart effect’, as it became popularly

known, makes the (f) that listening to Mozart

would make children perform better, and parents needed no

(g) to enrol their children in music classes.

RESEARCH

DEVELOP

SCIENCE

PERFORM

DIFFER

SUGGEST

ENCOURAGE

Writing

7 Read the writing task and write your story.

Write a story for a competition in an international students’ magazine. The story should start like this:Steve knew that tomorrow’s journey was going to be difficult. He set his alarm clock and checked his bags one last time. Everything was ready.

COMMON MISTAKES

8 Correct the mistakes in the sentences. In some sentences, there is more than one mistake.

1 By this time next year, he’ll have been finishing his travel around the world.

2 Most people aren’t enough brave to travel around the world alone.

3 I’m going to have a bath as soon as I’ll get home.

4 This time next month, we’ll relax because we’ll finish all our exams.

5 Emily works more hardly that anyone else in class.

6 Our fly will leave at nine o’clock tomorrow.

7 The travel by train was to expensive so we decided to go by bus.

!

Listening

5 LISTENING 10 Ed Pratt is planning to go on a trip around the world. Listen to a radio interview and choose the correct alternative.

1 Ed is going to travel by bicycle/unicycle.

2 His trip will last about 18 months/2 and a half years.

3 He’ll travel nearly 18,000/28,000 miles.

4 He’ll have about 15/25 kilos of luggage.

5 He’s raising money for a charity called ‘School in a Bag/Rucksack’.

6 LISTENING 10 Listen again. Are these statements True (T), False (F) or is the information Not Mentioned (NM)?

1 Only one other person has travelled around the world on a unicycle before. T / F / NM

2 He’s been planning the trip since he left school last year. T / F / NM

3 The only transport he will use during the trip is his unicycle. T / F / NM

4 He’ll be camping some of the time during the trip. T / F / NM

5 He has already raised £7,500 for charity. T / F / NM

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